Lower secondary school pupils’ written descriptions of their experiences with bullying and the tendency to seek help
The purpose of this study was to examine lower secondary school students’ (n = 223) descriptions of bullying and their experiences with the phenomenon. Students at three schools in Norway completed a survey containing open-ended questions. We employed a mixed-methods analytical approach in which res...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Taylor & Francis Group
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/94f7094ab0af47bebe1d39dfd43bb06e |
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| Sumario: | The purpose of this study was to examine lower secondary school students’ (n = 223) descriptions of bullying and their experiences with the phenomenon. Students at three schools in Norway completed a survey containing open-ended questions. We employed a mixed-methods analytical approach in which responses were coded thematically and then quantified. Findings indicate that students viewed bullying in a manner consistent with prevalent definitions in the literature. However, they were often unsure whether social conflicts they had experienced would be considered bullying. School was clearly featured as the primary arena for bullying, although bullying in free-time activities and on social media was also prevalent. Most students who had experienced bullying had told someone about it, usually their parents or teachers. Students who had not sought help did so for fear of exacerbating the problem or because they felt that they were not in a position to do so. |
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